Lfl 262 
.06 fl5 
1922 
Copy 1 



Educational Survey of 
Dooly County 

By 
M. L. DUGGAN, Rural School A^ent 

AND 

EURI BELLE BOLTON, 

Extension Dept, G. N. L College 



No. 37 



Under Direction of State 
DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 
1922 



_i*v^t«*f »i, 



Educational Survey of 
Dooly County 



By 

M. L. DUGGAN, Rural School A^ent 
AND 

EURI BELLE BOLTON, 

Extension Dept., G. N. I. College 



No. 37 



Under Direction of State 

DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 
11922 







LIBRARY OF CONGRESS 
RECEIVED 

DOCUMENTS DIVISION 



.jm^m—tammmntimmmm 



■Ml A 



DOOLY COUNTY PUBLIC SCHOOL SYSTEM 
Hon. Paul Ellison, Superintendent, Vienna, Ga. 



COUNTY BOARD OF EDUCATION 

HON. W. W. HARVARD, Chairman Vienna, Ga. 

HON. D. L. IVEY Unadilla, Ga. 

HON. A. B. TIPPETT Vienna, Ga. 

HON. J. A. LILLY Lilly, Ga. 

HON. J. A. WHITEHEAD Pinehurst, Ga. 

NOTE — The Educational Survey of Dooly County was un- 
dertaken at the request of the superintendent and Board 
of Education. We ask a careful consideration of the facts 
presented and the recommendations offered herein on the 
part of school officials and citizens of the county. The prop- 
er education and training of its future citizens is by far the 
most important public problem confronting the county. 

M. L. DUGGAN, 

Rural School Agent for the State Department of EducatioiL 
Atlanta, Ga., April 1922. 



The Public Schools of Dooly County 

STUDY OF THE DAILY SCHEDULES. 

The teachers of the county were asked to hand in their 
daily schedules of work. Schedules from only a few schools 
were handed in and the study is not complete. The sched- 
ules which were studied, however, disclose some very im- 
portant facts. 



Table Showing the Number of Minutes per Day Devoted to 

Each Grade in a Representative Group of Schools 

in Dooly County. 

One-Teacher Schools. 

School Beginners I II III IV V VI VII VIII Grades 



60 
55 



40 50 
— 20 



50 
30 



70 
60 



65 
60 



60 



55 
80 



70 



Two-Teacher Schools. 



Begin- 
School ners I 



II 



III IV V VI VII VIII IX Grades 



A 
B 



65 
65 



65 
65 



65 
80 



85 85 105 100 105 105 — 
— 100 95 90 75 85 75 



Three-Teacher Schools, 



Beg-in- 
School ners I 



II III IV V VI VII VIII IX X Grds. 



A 65 60 65 65 90 110 115 110 90 95 95 
B 155 55 55 75 110 100 130 110 85 60 105 
C 115 105 105 105 155 90 110 105 100 105 — 



Four-Teacher School. 



Begin- 
School ners I 



II 



III IV V VI VII VIII IX X Grds. 



150 150 150 100 120 140 155 150 110 170 160 
Grammar Grades of Byromville School. 



Beginners I 



II 



III 



IV 



VI 



VII Grades 



170 215 



205 



230 215 205 265 



The schedules from the one-teacher schools show that 
the teachers in these schools do not have very definite ideas 
about the amount of time which should be given to the dif- 



5 



ferent grades. There is very much irregularity in the 
schedule from school B. In the two-teacher schools more 
time is given to the upper grades than to the lower grades. 
The apportionment of time in these two schools shows very 
clearly that it is absolutely impossible for two teachers to 
teach nine grades. In the two-teacher school B only 75 
minutes per day are given to the ninth grade. This ninth 
grade is studying Algebra, History, Rhetoric and Spelling. 
It is having no work in science, and yet this is a country 
school. No accredited high school could give credit for the 
ninth grade work done under these conditions. If one of the 
pupils from this school were to go to a larger school to com- 
plete his high school education, he would in all probability 
have to take the ninth grade work again. This would mean 
that he had lost a year's time, that the teacher who had at- 
tempted to teach him ninth grade work under impossible 
conditions had lost his time and effort, and the pity of it 
is that the teacher's lost time might have been devoted to 
making the work in the lower grades more thorough. 

Three-teacher schools A and B are giving less time to 
grades I, II and III than is given to these grades in the two- 
teacher schools studied. There are only two pupils in the 
tenth grade in one of these schools and only three in the 
tenth grade in the other school, and yet these five pupils, 
who could easily be sent to a nearby accredited high school, 
are taking up so much time that the lower grades in these 
schools are receiving no benefit from the added teaching 
force. The following incident will illustrate what often hap- 
pens when a small school with only three or four teachers 
attempts to teach tenth and eleventh grade high school 
work: 

Two girls from the same county went to one of the 
normal schools in the state. One of the girls had finished 
the eleventh grade work in an accredited high school ; the 
other girl had finished the eleventh grade work in a school 
which has only four teachers. The first girl finished the 
work at the normal school in two years, but the second girl 
had to enter a lower class and finished the normal school 



work in three years. The father of the second girl had to 
pay $350 more than the father of the first girl in order to 
give his daughter normal training. He began to ask what 
was the matter with his school and he learned that it is just 
as impossible for four teachers to teach eleven grades of 
school work thoroughly as it is for one man to cultivate a 
four-horse crop. 

Three-teacher school C, which has only nine grades, has 
a much better apportionment of time than the other three- 
teacher schools. The study of the Byromville School is 
given to show the difference between the amount of time 
given to the grammar grades in this school and in the 
smaller schools. Could pupils who receive only 50 minutes 
of the teacher's time during the day be expected to do as 
thorough work as pupils who receive 215 minutes of the 
teacher's time? 

The schedules show that there is a great difference in 
the type of work being done in the various schools. Some 
schools show a regular period for story-telling, handwork 
and nature study in the primary grades ; others show that 
nothing except reading, arithmetic and spelling are given 
in these grades. Some of the small schools do not even have 
a period for writing. 

(Any teacher who is interested may secure a suggestive 
daily schedule by writing to the State Department of Educa- 
tion.) 

THE TEACHING FORCE. 

From the table below it will be seen that there is a 
great deal of difference in the qualifications of the teachers 
in the various types of schools in Dooly County. Fourteen 
of the 26 teachers in the three senior high schools hold 
either a college degree or a professional license ; three hold 
a high school license; six hold a first grade elementary 
license; two hold a first grade primary license and only one 
holds a second grade license. Four of the teachers in these 
schools are college graduates, four have had college work, 



nine are normal school graduates and the remaining eight 
have had summer school work in addition to their high 
school or normal training. Six of the 33 teachers in the 
larger schools hold either a college degree or a professional 
license, twelve hold a first grade elementary license, four 
hold a first grade primary license, and the other six hold a 
second grade license. (We did not learn what license 
two of the teachers in the larger schools hold.) One of the 
teachers in these larger schools is a college graduate, six are 
normal graduates, twelve have had some college or normal 
training, seven are high school graduates, and seven have 
had less than high school scholarship. Fifteen of the 33 
teachers in these schools have had summer school work in 
addition to their other training. Only two of the fourteen 
teachers in the two-teacher schools have had any college 
work and none have had normal work except the seven who 
have had summer school work. Half of the teachers in these 
schools have had less than four years of high school work. 
And only half of the teachers in the two-teacher schools hold 
a first grade license. Three hold a second grade primary 
license. There isn't a teacher in the one-teacher schools who 
holds a first grade license. Some of the teachers in these 
schools are high school boys who have had no normal train- 
ing. 



Table Showing Training and Qualifications of Teachers. 



Ele- High 
Primary mentary School Profes- Total No. 

License 1st 2d 3d 1st 2d 1st 2d sional None ? Teachers 



One-Teacher 










Schools 


— 


— — 


— 


2 


Two-Teacher 










Schools 


2 


3 — 


5 


3 


Larger Schools 


4 


2 — 


12 


3 


Sr. High 










Schools 


2 


— — 


6 


1 



— — 1 14 
6 — 2 33 

14 _ _ 26 



















Total No. 




High Schoo 


1 


Normal 


College 




Teach- 


Training 


8th 


9th 10th 11th 1 yr. 2 yrs. 1 yr. 2 yrs. 3 


yrs. 


4 yrs. ers 


One-Teacher 


















Schools 


— 


1 


1 


2 


2 — — 


— 


— 


— 6 


Two-Teacher 


















Schools 


1 


2 


4 


o 


— — 1 


1 


— 


— 14 


Larger 


















Schools 


— 


1 


6 


7 


5 6 2 


5 


— 


1 33 


Sr. High 


















Schools 


— 


— 


— 


4 


4 9 — 


3 


1 


5 26 














5 or more 




Total No. 


Experience 


1 Year 


2 


Years 


3 Years 4 Years 


Years 


■7 


Teachers 


One-Teacher 


















Schools 


3 




• — 




— — 


3 





6 


Two-Teacher 


















Schools 


6 




4 




— 1 


3 





14 


Larger Schools 7 




6 




3 4 


13 





33 


Sr. High 


















Schools 


7 




3 




2 3 


11 





26 


Service at Present 










5 or more 




Total No. 


School 


I Year 


2 Years 


3 Years 4 Years 


Years 


'f 


Teachers 


One-Teacher 


















Schools 


4 




1 




— 1 


— 





6 


Two-Teacher 


















Schools 


12 




2 




— . — 


— 





14 


Larger 


















Schools 


21 




8 




2 2 


— 





33 


Sr. High 


















Schools 


9 




10 




1 5 


1 





26 



The teachers of Dooly County are much better trained 
than the teachers in many counties which have been sur- 
veyed recently. This is especially true of the teachers in 
the larger schools. In most of the schools, however, the 
standard of training for primary teachers should be raised. 
This is especially true of the two-teacher schools. Some of 
the weakest teachers in the system were in charge of the 
one-teacher schools and of the primary departments in the 
two-teacher schools. Many school principals and most com- 
munities have a tendency to emphasize the upper grade 
and the high school work at the expense of the primary 
grades. Such a tendency is detrimental to the interests of 
any school. Any system of education to be secure, like any 



other structure, must have a proper foundation. The Frank- 
lin School should be especially commended for the emphasis 
it is putting on the primary work. The principal of this 
school has charge of the primary grades. Dooly County has 
only six one-teacher schools, and in this respect is far ahead 
of the majority of Georgia counties. But as long as it is 
necessary to maintain these schools, their grades should be 
limited and the strongest teachers available should be put 
in charge of them. 

The frequent change of teachers makes it impossible 
for either the trained or untrained teachers to do their best 
work. Of the 79 teachers whose qualilications were studied, 
46 are teaching at their present school for the first time. 
No teacher who stays at a school for only one year can do 
any constructive community work. If the large communi- 
ties will build teachers' homes and if the County Board of 
Education will offer a bonus based upon length of service 
in one place, the county will be more able to hold its strong 
teachers, 

CLASSROOM WORK. 

Educational tests were given in the fundamental or 
most important school subjects — reading, language, arith- 
metic, spelling and writing — to determine the thoroughness 
of the classroom work being done in these subjects in the 
various schools. These tests have been given under the 
same conditions to thousands of pupils in representative 
schools in all parts of the United States. The median or 
average scores made by the large number of pupils in each 
grade to whom theJ tests were given have been carefully 
worked out and are given as Standard Scores. The stand- 
ards, therefore, do not represent perfect scores, but scores 
made by children of average ability in schools in which the 
teaching has been well done. A careful study of the tables 
of results will reveal the type of work being done in the 
various schools of the county. 

From the results of the tests discussed on the follow- 
ing pages, certain conclusions may be drawn, 

10 



1. The classroom work being done in all of the sub- 
jects tested is below the standard. The scores made in read- 
ing and language were further below the standard than the 
scores made in arithmetic. 

2. The work being done in the three senior high 
schools is, on the whole, more thorough than the work be- 
ing done in the smaller schools. 

3. The work being done by the lower grades in the 
three and four-teacher schools is poorer in comparison with 
the work done in the larger schools than the work being done 
in the upper grades. This is due to the fact that these 
schools are placing the greatest emphasis upon the upper 
grades at the expense of the lower grades. (See discussion 
of Daily Schedule.) 

4. The scores made on the tests by the one- and two- 
teacher schools are very low, especially in the lower grades, 
as compared with the scores made by the larger schools. 

5. It was not possible to give in this report the scores 
made by the individual schools. But there is a great differ- 
ence in the quality of work being done in the schools which 
have the same number of teachers. For example, the Oak- 
land and the Richwood Schools are both two-teacher schools. 
The pupils in the Oakland School made high scores on the 
tests, but the pupils in the Richwood School made very low 
scores. This condition shows the need for supervision and 
more careful co-ordination of work in the system. 

6. The great difference between the lowest and the 
highest scores made by the pupils in the same grade in the 
various schools shows that the teachers in planning their 
work should give much greater emphasis to the needs of the 
individual pupils. 

READING. 

The Monroe Silent Reading Test was given to all the 
grades from the fourth through the eleventh. Note: The 
grades are indicated in the tables as the third through the 

11 



tenth. The tests were given at the beginning of the school 
year and the scores made by the grades represent the com- 
pleted work of the previous year more nearly than the ac- 
complishment for the middle of the grade in which the tests 
were given. Test I was given to grades IV, V, and VI ; 
(these are shown in the tables as grades III, IV, and V). 
Test II was given to grades VII, VIII, and IX ; Test III was 
given to grades X and XL Each of the three tests consists 
of a series of simple paragraphs with a question at the end 
of each. The question can be easily answered if the para- 
graph is understood when read. The pupils are given five 
minutes in which to read as many of the paragraphs and 
to answer as many of the questions as possible. The test 
measures the pupil's rate of reading and his ability to un- 
derstand what he has read. The rate of reading is indicated 
by the Rate Score (see table below), which means the num- 
ber of words read per minute. The ability to understand 
what has been read is indicated by the Comprehension Score 
(see Comp. score in table). Each pupil's rate score in read- 
ing depends on the number of paragraphs read in the five 
minutes, and his comprehension score depends on the num- 
ber of questions answered correctly. The individual scores 
made by the pupils in each grade were combined and the 
median or average score for each grade was found. Some 
scores made by the individual pupils were higher than the 
average for their grade and some were lower, but the median 
or grade scores given in the tables represent 50 per cent of 
the pupils. Hence the median grade scores for each school 
represent the average work being done in reading in that 
school or type of school. The scores in all of the subjects 
were worked out in the same way and the median grade 
scores represent average work being done in each subject. 



12 



Median Scores in Silent Reading Made by the Schools in 
Dooly County. 



Grades 


III 


IV 


V 


VI 


VII VIII 


IX 


X 


XI 




Standard 


60 


79 


94 


96 


104 


108 


86 


87 


94 


Rate 




9.3 


15.3 


20.8 


21.0 


24.5 


27.3 


24.0 


26.0 


28.6 


Comp, 


Vienna 


40 


55 


74 


89 


83 


66 


74 


69 




Rate 




6.0 


9.0 


13.5 


21.6 


19.8 


18.0 


23.6 


23.7 




Comp. 


Byromville 


51 


78 


83 


43 


70 


89 


86 : 


125 




Rate 




5.2 


13.1 


16.0 


13.0 


16.0 


19.5 


21.0 


23.3 




Comp. 


Unadilla 


52 


65 


71 


63 


66 


62 


69 


77 




Rate 




7.5 


11.0 


12.4 


14.0 


14.4 


16.9 


17.2 


17.3 




Comp. 


Five- and Six- 


49 


82 


71 


53 


81 


70 


87 






Rate 


Teacher Schools 


6.2 


15.3 


12.7 


15.0 


14.8 


12.0 


20.7 






Comp. 


Three- and Four- 


37 


53 


58 


58 


66 


66 


65 






Rate 


Teacher Schools 


4.6 


9.0 


9.2 


12.2 


15.3 


13.9 


18.5 






Comp. 


Two-Teacher 


34 


54 


73 


62 


55 


57 








Rate 


Schools 


3.9 


8.5 


12.3 


13.7 


12.5 


10.5 








Comp. 


One-Teacher 


35 


49 


56 


64 












Rate 


Schools 


3.5 


8.2 


10.5 


15.5 












Comp. 



The scores made in reading by all of the grades in the 
Vienna School except the sixth and the ninth are very much 
below standard in both rate and comprehension. The score 
made by the fourth grade in the Byromville School is almost 
up to standard. All of the other grades in this school are 
below standard in both rate and comprehension. The scores 
made by the fourth, fifth and eighth grades in the Byrom- 
ville School are higher than the scores made by these grades 
in the Vienna School; the scores made by the other grades 
are lower than the scores made by the Vienna School. The 
score made by the third grade in the Unadilla School is 
nearer the standard score than the scores made by the other 
grades in this school and is higher than the score made by 
the third grade in the Byromville or the Vienna School. The 
scores made by the other grades in this school are very much 
below standard. The class scores made in reading by the 
lower grades in this school are better, accordingly, than the 
scores made by the upper grades. The scores made by the 
five- and six-teacher schools are, on the whole, lower than 
the scores made by the larger schools. The scores made by 
the fourth grade in these schools are above the standard 
score in rate, however, and are up to standard in comprehen- 

13 



sion. The scores made by the seventh, eighth and ninth 
grades in these schools compare unfavorably with the scores 
made by these grades in the Vienna and Byromville Schools. 
The scores made by all of the grades in the three and four- 
teacher schools are considerably lower than the scores made 
by the schools having more teachers. The scores made by 
the third, fourth, fifth and sixth grades are especially low 
as compared with the scores made by these grades in the 
larger schools, and are much lower, accordingly, than the 
scores made by the upper grades in these schools. The 
scores made in reading by the grades in the two-teacher 
schools, with the exception of the fifth and sixth grade 
scores, are lower than the scores made by the three- and 
four-teacher schools, and are very low as compared with the 
scores made by the larger schools. All of the scores, except 
the sixth grade score, made by the grades in the one-teacher 
schools, are lower than the scores made by the two-teacher 
schools, and are from one to two years below the standard 
scores. There were only a few pupils in the sixth grade in 
the one-teacher schools and they were the strongest pupils 
who enter these schools. (The others have dropped out be- 
fore they reached the sixth grade.) This explains the higher 
score made by this grade. The scores made by practically 
all of the grades are further below standard in comprehen- 
sion than in rate. This fact indicates that in all of the 
schools there should be more emphasis upon thought-getting 
in reading. 

Suggestions : 

1. In all of the schools, a part of the time given to the 
teaching of reading should be devoted to exercises in silent 
reading. (See the Manual for Georgia Teachers, 1921 for 
suggestions.) 

2. In the larger schools the teachers will find it help- 
ful to divide the good readers and the poor readers into two 
groups. Three or four periods during the week the good 
readers may be permitted to do independent silent reading 
while the teacher gives especial help to the poor readers. 

14 



The scores made on the tests used in the survey and the 
quality of work done in the daily recitations should form the 
basis for such grouping. (The individual scores made on all 
of the tests have been returned to the County School Super- 
intendent and may be secured from him.) 

3. All of the schools need more equipment for the 
teaching of primary reading. Much of the equipment — 
reading charts, perception cards for word drills, silent read- 
ing exercises, etc., can be made by the teachers. One of the 
finest things the teachers and people of the various commu- 
nities can do for their schools is to raise money and buy sev- 
eral sets of supplementary readers to be used in the teach- 
ing of reading. The child who has read five or six primers 
and first readers in the first grade will do far better work 
in the second grade than the child who has read only one 
primer and two first readers. There is at present practi- 
cally no equipment in the small schools for the teaching of 
reading. 

4. People, school trustees, and school officials should 
realize that high school boys and girls who have had no nor- 
mal training cannot teach primary children as they should 
be taught, 

LANGUAGE. 

The Trabue Language Scale B was used in measuring 
the work in language. The test consists of twenty incom- 
plete sentences — sentences which have some of the words 
left out. The pupils are given seven minutes in which to 
write the missing words in the blank spaces. The score 
depends on the number of correct sentences the pupil has 
at the end of seven minutes. 



15 



10.4 


11.6 


12.6 


13.6 


14.6 


8.9 


11.2 




14.0 


12.6 


8.5 


11.0 


10.5 


10.2 


13.2 


10.5 


10.1 


12.2 


11.8 


13.2 


10.2 


8.9 


11.2 


10.8 


11.4 


9.1 


9.8 


11.8 


11.8 


13.2 


9.2 


9.5 


13.2 


11.7 


12.3 


8.3 


8.6 


10.3 


11.2 





Grade Medians Made by the Schools of Dooly County as 

Compared with the Standard Medians. 

Trabue Language Scale B. 

Grades HI IV V VI VH VHI 

Standard 8.6 

Vienna 8.7 

Byromville 7.6 

Unadilla 8.3 

Five- and Six-Teacher 

Schools 8.0 

Three- and Four- 
Teacher Schools 6.7 

Two-Teacher Schools ... 6.8 

One-Teacher Schools .... 4.6 

There is an approximate difference of 1 between the 
standard scores for all of the grades above the fourth. 
Therefore if a grade score is 1 point below the standard 
score that grade is a year below the standard in language 
work ; if a grade score is .5 lower than the standard score, 
that grade is a half year below the standard in language. 

The seventh grade in the Vienna School is about a half 
year above the standard score; the third grade is up to 
standard ; the score made by the fifth grade is about a half 
year below the standard score; the fourth grade score is 
11/9 years below the standard, and the eighth grade score 
in this school is two years below the standard score. The 
score made by the fifth grade in the Byromville School is 
about a half year below the standard score ; the scores made 
by the other grades in this school are from one to three 
years below the standard. The low score made by the sev- 
enth grade is probably due to the fact that this grade is 
below the average in ability. Some of the pupils in this 
grade gave the impression of not being prepared for the 
work they were trying to do. We attributed this condition 
to the fact that some small schools had recently been con- 
solidated with the Byromville School. The score made by 
the fourth grade in the Unadilla School is up to standard ; 
the score made by the third grade is almost up to standard ; 
the score made by the sixth grade is nearly a half year be- 
low the standard ; the scores made by the other grades are 

16 



a little more than a year below standard. The scores made 
by the grades in the five- and six-teacher schools are from 
a half to three years below the standard scores. The scores 
made by the seventh and eighth grades in these schools 
are very low. The scores made by the three- and 
four-teacher schools are from one to two years be- 
low standard. The scores made by the lower grades 
in these schools are about a year lower than the scores made 
by the lower grades in the Unadilla and the Vienna Schools. 
The scores made by the lower grades in the two-teacher 
schools are about the same as the scores made by these 
grades in the three- and four-teacher schools ; the scores 
made by the seventh and eighth grades are lower. The 
scores made by the sixth grade in the two-teacher schools 
is higher than the score made by this grade in any of the 
other schools. The scores made by the fourth, the sixth 
and the seventh grades in the one-teacher schools are two 
years below the standard scores ; the score made by the fifth 
grade is three years below the standard, and the score made 
by the third grade in the one-teacher schools is four years 
below the standard score. The scores made in language by 
all of the schools, except the Vienna and the Unadilla 
Schools, are very much below the standard and indicate that 
language is not well taught in the schools of the county. No 
school can perform a greater service for its pupils than to 
develop in them the ability to express themselves correctly 
and forcefully. This ability can best be developed by plac- 
ing a greater emphasis upon oral and written composition 
in the teaching of language. 

ARITHMETIC. 

The Woody-McCall Mixed Fundamentals arithmetic 
test. Form I, was used to measure the work in arithmetic. 
The test consists of 35 miscellaneous examples involving the 
addition, subtraction, multiplication and division of simple 
numbers, fractions and decimals. These examples are print- 
ed on one sheet and are so arranged that they increase in 
difficulty. A time limit of 20 minutes is allowed for the 
completion of the test. 

17 



Table Showing the Median Scores Made in Arithmetic by 

the Schools of Dooly County as Compared with 

the Standard Scores. 

Grades HI IV V VI VH VHI 

Standard 13.0 isis 2^0 28^5 3L0 Ssio 

Vienna 13.0 17.4 22.0 25.0 26.1 26.8 

Byromville 12.5 17.5 22.7 18.8 23.0 24.8 

Unadilla 15.2 16.5 18.4 20.7 23.3 29.5 

Five- and Six-Teacher 

Schools 12.3 16.0 18.5 26.5 23.0 26.0 

Three- and Four- 
Teacher Schools 11.4 14.7 17.4 20.2 23.5 25.9 

Two-Teacher Schools ...12.5 17.0 20.1 23.0 23.6 

One-Teacher Schools .... 7.8 14.8 16.5 20.6 23.7 

There is an average difference of 4 points between 
the standard scores for the different grades. Therefore, 4 
points represent approximately a year's work in arithmetic, 
as measured by this test, and 2 points represent approxi- 
mately a half year's work. 

The score made by the third grade in the Vienna School 
is up to standard ; the score made by the fourth grade is 
almost up to standard ; the score made in arithmetic by the 
fifth grade is a half year below standard, and the scores 
made by the sixth and seventh grades are about a year be- 
low the standard scores ; the score made by the eighth 
grade is two years below the standard. The scores made 
by the third, fourth and fifth grades in the Byromville 
School are about equal to the scores made by these grades 
in the Vienna School ; the scores made by the other grades 
in this school are two years below the standard scores. The 
score made in arithmetic by the third grade in the Unadilla 
School is about a half-year above the standard score; the 
score made by the fourth grade is about a half-year below 
the standard ; the score made by the fifth grade is more 
than a year below the standard, and the scores made by the 
sixth and seventh grades are nearly two years below the 
standard scores. The score made by the eighth grade in 
the Unadilla School is higher than the score made by this 
grade in any of the other schools. The scores made by the 
third, fourth and fifth grades in the five- and six-teacher 

18 



schools are lower than the scores made by these grades in 
the larger schools ; the scores made by the upper grades in 
these schools are about equal to the scores made by the up- 
per grades in the larger schools. The scores made by all of 
the grades, except the seventh, in the three- and four- 
teacher schools, are lower than the scores made by the 
grades in the five- and six-teacher schools. The scores made 
by the two-teacher schools are higher than the scores made 
by the three- and four-teacher schools, but the scores made 
by the one-teacher schools, with the exception of the sixth 
and seventh grade scores, are much lower than the scores 
made by the other schools. The scores made by the primary 
grades in the one-teacher schools compare very unfavorably 
with the scores made by these grades in the larger schools. 

The scores made in arithmetic by the small schools are 
not so low as compared with the scores made by the larger 
schools as the scores made in reading and language. This 
is probably due to the fact that the teachers in the small 
schools devote more time to the teaching of arithmetic than 
is given to the teaching of any other school subject. 

In practically all of the schools there are children in 
the same gi-ade who differ greatly in ability in arith- 
metic. This is especially true of the large schools, where 
there are so many children in the grades. To illustrate this 
fact, the scores made by the fourth grade in the Vienna 
School are given below: 



19 



Scores Made in Arithmetic by the Fourth Grade of the 
Vienna School. 



Score* 


No. Pupils 




Score* 




No. 


Pupils 


27 


1 




16 






2 


26 







15 






4 


25 


— 




14 






1 


24 


— 




13 






2 


23 


— 




12 






1 


22 


3 




11 






2 


21 


2 




10 






1 


20 


4 




9 






1 


19 


4 




8 






1 


18 


1 




7 






1 


17 


5 Median 












Total number 


pupils, 36. Class M( 


3dian 


, 17.4 


(Fourth 


grade stand- 


ard, 


18.5). 













*Score in this case means the number of examples worked correctly. 

The class median for this grade is almost up to the 
standard, but there are nine pupils in the class who are 
doing work of third grade standard or below. It is clearly 
evident that these pupils need special help in arithmetic 
in order that they may be able to "keep up" with the other 
pupils in the class. One pupil in the grade worked 27 exam- 
ples correctly. This is almost as much as a sixth grade 
child is expected to do, and this pupil could easily take arith- 
metic with the next grade. She is so far ahead of the other 
members of the class that she is wasting time on the work 
they are having to do. If the teachers will determine the 
needs of the individual pupils and arrange the work of their 
classes so as to meet those needs, their work will be much 
more effective than at present. 

The papers from all of the schools showed that the pu- 
pils were inaccurate in adding long columns of figures, in 
multiplying, and in working decimals and common fractions. 

WRITING. 

Ayres' Scale for Handwriting, Gettysburg Edition, was 
used for measuring the rate and quality of Writing in the 
schools of Dooly County. To secure samples of writing the 
pupils were asked to write the first stanza of the poem, 
"Mary had a little lamb" as many times as they could in 

20 



71 


76 


79 


Rate 


54 


58 


62 


Quality 


— 


68 


69 


Rate 


— 


48 


52 


Quality 


45 


52 


57 


Rate 


41 


47 


49 


Quality 


57 


65 





Rate 


35 


41 


— 


Quality 


56 


62 


71 


Rate 


48 


50 


57 


Quality 


55 


58 


63 


Rate 


45 


47 


59 


Quality 


42 


— 


— 


Rate 



the given time. The rate of writing represents the number 
of letters written per minute. 

Table Showing Scores Made in Writing — Schools of 
Dooly County. 

Grades III IV V VI VH Vm 

Standard 44 55 64 

42 46 50 

Vienna 33 44 54 

33 35 42 

Byromville 35 49 47 

32 36 41 
Five- and Six-Teacher 31 42 49 

Schools . 33 38 32 

Three- and Four- 35 44 41 

Teacher Schools . . . 33 40 41 

Two-Teacher Schools ... 28 44 50 

33 35 40 
One-Teacher Schools ... 28 43 36 

30 34 36 42 — — Quality 

The scores made in writing by all of the grades in all 
of the schools are below the standard in both rate and 
quality. They are further below standard in quality than 
in rate. The scores made by the small schools are lower 
than the scores made by the larger schools. This is to be 
expected, since some of the schedules handed in by the 
teachers of the small schools did not have a period for 
the teaching of writing. The samples of writing show that 
all of the teachers could get better results if they gave spe- 
cial attention to the following phases of writing: Uniform- 
ity of slant; correct spacing of letters and words, and the 
correct formation of letters. Many of the children have the 
habit of making the loop letters, g, y, etc., which have the 
loops below the line, too long, and they also make the loop 
letters, h, 1, etc., which have the loop above the line, too 
high. But unless their attention is called to this particular 
error, they might "practice writing" every day for years 
and never correct it. In other words, the practice period 
in writing means very little to children unless the teacher 
keeps their attention consciously focused on the particular 
habit in writing which she wishes them to form. 

21 



SPELLING. 

The Monroe Timed Sentence Spelling lest was given to 
the upper grades in some of the three-, four- and five- 
teacher schools and to the ninth and tenth grades in the 
Vienna School. The scores are given below. 

Median Scores Made in Spelling by Schools in Dooly County 
as Compared with the Standard Scores. 



Grades 


VII 


VIII 


IX 


X 


Standard 

Larger Schools 


. 70% 
. 54 


60 


86% 
66 
84 


90% 


Vienna 


86 







The ninth and tenth grades in the Vienna School are 
about a year below standard. The scores made in spelling 
by the other schools in which the test was given are about 
20% below the standard scores. The pupils in the Sandy 
Mount School did well on this test, but the pupils in the 
Dooling and the Tippetville Schools did very poorly. The 
teaching of spelling in the schools, as in most other schools 
in the state, has no doubt been largely oral. But when a 
child has learned to spell a word orally it does not neces- 
sarily mean that he can use that word in writing. The only 
use we have for spelling in life is in writing. Therefore it 
seems that the teachers could make their work in spelling 
much more effective by placing greater emphasis on written 
spelling and practice in dictation. 

RETARDATION AND ELIMINATION. 

The conditions which have been discussed on the pre- 
ceding pages cause many of the pupils in the Dooly County 
schools to fail to make normal progress through the grades. 
Children usually enter school at the age of six years and 
complete one grade each year. Some children, however, do 
not enter school until the age of seven. For this reason in 
the present study two years are allowed for the completion 
of each grade. Thus a child in the first grade six or seven 

22 



years of age is considered normal ; a child in the second 
grade seven or eight years of age is considered normal, and 
so on. A child in any grade older than the normal age for 
that grade is considered over-age or retarded. 

Table Showing the Number and Percentage of Retarded 

Pupils in the Different Types of Schools in 

Dooly County. 

Total No. No. Pupils Percentage of 
Pupils Retarded Pupils Retarded 

Senior High Schools 816 

Larger Schools 544 

Two-Teacher Schools 324 

One-Teacher Schools 174 

Dooly County System 1858 

The percentage of retarded children in the one-teacher 
schools is larger than in the two-teacher schools ; it is larger 
in the two-teacher schools than in the schools having three 
or more teachers, and it is larger in these schools than in 
the three senior high schools. The greater retardation in 
the small schools is caused partly by the more unfavorable 
school conditions in these schools, and is probably caused 
partly by the fact that economic conditions make the at- 
tendance in the small communities more irregular than in 
the large communities. 

Table Showing the Number of Years Lost by Retarded 
Pupils in the Schools of Dooly County. 



261 


32 


207 


36 


154 


48 


96 


55 


718 


39 



No. Pupils 


No. Years 
Retarded 


No. Years 
Lost 


355 




1 
2 

3 
4 
5 
6 

7 
8 


355 


162 




324 


109 




327 


53 




212 


19 




95 


13 




78 


3 




21 


2 




16 








TOTAL. . . 718 


1428 



23 



There are 1858 children in the schools included in this 
study. Of this number 718 are retarded or older than they 
should be for their grade. The 718 retarded children have 
lost a total of 1428 years (see the table above) . This means 
that the 1858 pupils have lost an average of .8 years in reach- 
ing their present state of advancement in the grades. At this 
rate it is taking nearly twice as much time as it should take 
for the children in the schools of Dooly County to complete 
their grades. This slow rate of progress means a tremen- 
dous loss of time for the teachers and pupils and a waste 
of money for the county. 

In many cases poor health causes pupils to fail to make 
their grades. If the people will co-operate with the teach- 
ers in following up the medical inspection work which has 
been done by having tonsils and adenoids removed, dental 
work done, etc., and if they will keep the children in school 
regularly, they will contribute a great deal to the solution 
of the problem of retardation. 

Table Showing the Number of Pupils per 100 Entering the 

First Grade Who Stay in School Long Enough to 

Reach the Seventh Grade. 

Grades I VII 

Senior High Schools 100 72 

Larger Schools 100 48 

Two-Teacher Schools 100 24 

One-Teacher Schools 100 16 

Percentage of Children Entering the First Grade Who Reach 
the Other Grades. Schools of Dooly County. 

Grades I II III IV V VI VII VIII IX X XI 

100 58 57 50 56 46 44 38 20 16 6 Percent 

In the three senior high schools in Dooly County, 72 
pupils out of every 100 pupils who enter the first grade stay 
in school long enough to reach the seventh grade ; in the 
larger schools, 48 out of each 100 stay in school long enough 
to reach the seventh grade; in the two-teacher schools, 24 

24 



reach the seventh grade, but in the one-teacher schools only 
16 pupils out of each 100 stay in school long enough to reach 
the seventh grade. The efficiency of a public school or a 
particular type of public school is not measured by the 
achievement of a few strong pupils who complete the work 
at that school or type of school, but it is measured rather 
by the number of pupils entering the school who get all that 
school has to offer. A comparison of the scores made on the 
tests by the different types of schools, of the figures on 
retardation, and of the above figures on the holding power 
of the schools, show that the one-teacher schools in Dooly 
County are at present a failure. No teacher, no matter 
what his training and experience may be, can teach seven 
grades of school work to children from 6 to 18 years of age 
and even approach modern educational standards. There is 
not enough time in the school day for one person to do that 
amount of work. But in spite of the figures which seem so 
alarming, the situation in Dooly County is very hopeful. So 
many central schools, having three, four, five and six teach- 
ers, have already been established that it is not necessary 
for any one-teacher school in the county to teach more than 
five grades nor for any two-teacher school to teach more 
than seven grades. (See Recommendations for further dis- 
cussion. 

The schools of Dooly County are holding more of their 
pupils in school than many Georgia counties which have 
been surveyed recently, but notwithstanding that fact near- 
ly 50 per cent of the pupils drop out of school before they 
reach the fifth grade. This means that nearly half of the 
citizens of the county at present have and in the near future 
will have only a fifth grade education. Are the people satis- 
fied with this standard of education for its citizenship ? The 
splendid beginning which has been made in the establish- 
ment of good schools answers that they are not. When the 
junior and senior high schools of the county are well devel- 
oped and the smaller schools are so organized that they can 
do thorough work, the people can begin to look forward to 
a high school education as the standard for all of the future 
citizens of the country. 

25 



SUGGESTIONS AND RECOMMENDATIONS. 

Senior High Schools, Junior High Schools, and Elementary 

Schools. 

To build up a Senior High School is a worthy ambition 
of any community, but the tendency in Dooly County, as in 
many other Georgia counties, has been to attempt too many 
Senior High Schools. It is unwise to attempt more grades 
than existing or prospective conditions indicate or justify. 
Favorable conditions that would justify high schools are 
financial ability to provide and maintain adequate and effi- 
cient teaching force, modern laboratories, reference libra- 
ries, and other equipment, and sufficient patronage in the 
higher grades to justify such expenditures. The ambitions 
of any community ought to be better satisfied with good 
elementary or Junior high schools than with insufficiently 
supported and inefficient Senior high schools. Some of the 
latter class in this county, and very many in other counties, 
have not only failed to bring credit to the community and 
to secure school "credits" for their graduates, but have 
seriously impaired the efficiency of the primary and ele- 
mentary grades. High school studies can not be well 
taught, and therefore should not be attempted, without well 
qualified teachers and liberal laboratory equipment. An 
alarming lack of thoroughness on account of attempting 
more than can be well done has brought discredit upon 
many schools and defeated the purpose of education more 
than any other one cause. 

VOCATIONAL HIGH SCHOOLS. 

There is an increasing demand for vocational educa- 
tion, and it would be wise if some of the struggling senior 
high schools of the county would divert their aims, energies 
and resources towards providing efficient vocational train- 
ing for such pupils of the county as desire it. Far greater 
credit could thus be gained for the community and much 
better service rendered to prospective farmers and home- 

26 



makers of the county. The community that will first at- 
tempt and accomplish such purpose will render a most 
worthy service and receive full recognition therefor. 

ORGANIZATION, ADMINISTRATION, SUPERVISIOTS. 

A tentative map is submitted with this report suggest- 
ing a system of grouping, consolidating and co-ordinating 
the public schools of the county. Any sound business policy 
would demand some such organization of the county public 
school system looking to greater efficiency and true econ- 
omy. Business-like organization is necessary to attain best 
results at least expenditures, but no plan, however good, can 
work itself. Strong administration and professional super- 
vision are also necessary to secure best results. A superin- 
tendent giving whole time to the school system of the county 
can in addition to his administrative duties give only a gen- 
eral supervision. We would therefore urge that a trained 
supervisor be employed as his assistant who can give close 
and constant supervision to teaching processes in the va- 
rious schools of the system. 

EXTENSION. 

Senior high schools, Junior high schools and important 
school centers as indicated in the system of grouping should 
be community centers for various civic activities properly 
influenced by and reacting upon the schools. Grounds and 
buildings at such centers should be provided with liberal 
equipment for rendering community as well as school serv- 
ice, such as moving picture outfits, athletic grounds, com- 
munity libraries, etc., etc. 

RECORDS. 

With better organization, administration and supervi- 
sion there should be inaugurated a business-like system of 
permanent records. The benefits accruing to the schools and 
their pupils from such permanent records are too many and 
too evident to need enumerating or discussing. 

27 



A BUILDING PROGRAM. 

A building program projecting far beyond the possi- 
bility of any immediate realization should be considered and 
definitely planned. There are some good school houses in 
the county, but all are the result of local initiative. Even 
these all have more or less serious defects in their plans and 
construction which could and should have been avoided. Un- 
der our revised school laws no public funds can properly be 
used for building purposes except by approved plans. The 
State Department of Education stands ready to give advice 
and assistance in school-house planning. 

HEALTH. 

The health of the pupils and of the people is a matter 
of first concern, and is nowadays mainly a matter of educa- 
tion. We would therefore urge supervised playground ac- 
tivities and regular medical inspection as part of the re- 
quired school work. The report of Dr. Dorothy Bocker, 
Director Div. Child Hygiene, A. A. Surgeon, U. S. Public 
Health Service, upon the physical defects of the school chil- 
dren of Dooly County, furnishes abundant proof of the im- 
portance of this recommendation. We call especial atten- 
tion to her report published herein. 



28 



PHYSICAL EXAMINATION— DOOLY COUNTY SCHOOL 

CHILDREN. 

Dr. Dorothy Bocker, Director, Division of Child Hygiene, 
A. A. Surgeon, U. S. Public Health Service. 

Following is an analysis of the physical examination of 
2,070 school children of Dooly County; 1,558 are country 
children and 512 city children. The examination was con- 
ducted as per the method laid down by the Division of Child 
Hygiene, State Board of Health, in the Manual for Georgia 
Teachers. The "teachers' part" was conducted by the teach- 
ers and the "doctor's part" was conducted by Dr. Alice Moses 
of the Division of Child Hygiene of the State Board of 
Health. A very effective co-ordination of health and educa- 
tion workers made the work possible. In interpreting the 
results it must be remembered the teacher's part of the 
examination was made by persons with no special training 
in this line of work; the results accomplished, however, 
amply justify the prediction that (with an adequate normal 
school training as provided by the physical education law) 
teachers throughout Georgia will soon become of real value 
in school health work. 

In so far as undernourishment is concerned the schools 
were divided into four classes. (1) Four schools, because 
of the small number of pupils or the heterogenous handling, 
are reported as in one group. (2) considered in three 
groups; first, through the third grade, second, fourth 
through the sixth, third, seventh through the tenth. This 
group consists of fourteen schools. (3) Unfortunately the 
third group consists of seven in which either no weights 
were taken or the simple directions provided for finding 
standard weights were not followed, or incorrectly followed. 
(4) The fourth group consists of one school; this is consid- 
ered by itself as it has the most number of pupils and is the 
best graded in the county. 

It will be seen that smallpox vaccination and typhoid 

29 



inocculation are not given proper emphasis. That these ef- 
fective health agencies are not only not used to any extent 
but in many cases were not considered important enough to 
record. 

The age range furnishes a very interesting field for 
conjecture as to the possibility of one teacher's being able to 
handle a group ranging from six to eighteen years covering 
grades from the first through the seventh or even the possi- 
bility of effective work on the part of teacher and pupils with 
a range in the same class from thirteen to nineteen years. 

It will be seen that underweight ranges from .44'/ to 
12 'v in the various schools and from .46% to 5.5% in the 
same school. Only one group, a small one of high school 
pupils, shows overweight, and that only 1/V. It must be 
remembered that in interpreting these results the entire 
group is spoken of and that the actual individual percentage 
may range, as in one class, from a pupil 32% underweight 
to one 25 S' overweight, making a total range of 57 'v . In 
general the grades that show the greatest underweight are 
the 3rd, 4th, 5th„ 6th and 7th grades. The actual percent- 
age of children that are 5'/ or more underweight in the 
country is 56%, and in the city 51 '* . 

Vision defects range from none discovered through 
50% of the pupils with defects, the average being 24% in 
the country and 27% in the city. 

Defects of hearing range from none to 44' < , the average 
being 12% in the country, 9' < in the city. 

Defects of the teeth average 44 '^ in the country and 
42'* in the city. (The personal equation is a very large 
factor here ; the usual percentages are much higher than 
this.) 

Follicular conjunctivitis, 9'< in the country and 12.2% 
in the city. 

Middle ear trouble, 4% in the country, 3.1 'r in the city. 

Diseased tonsils, 42' *' in the country, 52.1 'c in the city. 

30 



Adenoids and defects of the nose, 39'/ in the country 
and 34% in city. 

Marked anemia, 21% in the country and 27.9% in the 
city. 

In addition to the above, there was a small incidence of 
other defects: .21'*' lung conditions in the country and 
.2% in the city; .37 'r heart conditions in the country, and 
.5% in the city; .12'y nerve conditions in the country; .6'/< 
orthopedic conditions in the country; 1'*' skin conditions in 
the country. A large number of very apparent hook-worm 
and malaria cases both in the country and city (judged by 
clinical signs and symptoms). 

In conclusion, let it be said that the "teacher's part" 
of the examination shows a rather wide variation of per- 
centages ; we feel, however, that the examination as con- 
ducted by her is valuable because it is leading her to observe 
the physical condition of the children and to place proper 
emphasis upon this, and in addition no work of this sort 
will be successful unless it enlists the interest and support 
of the teacher, the quickest and surest way of doing this 
is to have her take part in the work. 



31 



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34 



VIENNA SCHOOL. 
Prof. J. M. Harvey, Superintendent. 

The Vienna School has a splendid building valued at $75,000. 
The building is well lighted and in good condition. This school is an 
accredited high school and has a faculty of thirteen teachers. The 
Vienna Woman's Club is actively interested in the school and has done 
a great deal for it and for the children by providing playground equip- 
ment, improving the school grounds and contributing to the school 
library. 

As one of the county Senior High Schools the Vienna School 
should in the future render a splendid service to Dooly County. 



35 




BYROMVILLE SCHOOL. 

Teachers: Prof. J. W. Smith, superintendent; Mr. Fred Thompson, 
Miss Mary Anderson, Miss Jewell Andrews, Miss Lucy Par- 
sons, Miss Nannie Mercer, Miss Winnie Holden, Mrs. J. W. 
Smith. 

Location: Three miles south of Dooling; five miles northwest to Lilly. 

Grounds: Area, %-acre; titles in local trustees; good playgrounds, 
with basketball and volleyball equipment. No gardens; 
supervised play; two toilets, sanitary condition. 

Buildings: Value, $12,000; nine rooms, improperly lighted; cloak 
rooms; painted inside; brick outside. 

Equipment: Single patent desks; teachers' desks; hyloplate black- 
board; maps, sand tables, charts, globes, framed pictures. 

Organization: Eight teachers, eleven grades; 192 pupils; programs 
posted; domestic scienc edepartment; School Improvement 
Club; eight months' school year. 

Maintenance: $5,720 per annum from county. 

REMARKS — This is an accredited high school and receives State aid 
for consolidation under the Barrett-Rogers act. A depart- 
ment of Home Economics has just been established in the 
high school and is doing splendid work. 



36 



UNADILLA SCHOOL. 

Teachers: Prof. T. L. O'Kelley, superintendent; Prof. M. O. Ru- 
dolph, principal; Miss Edith McCormick, Miss Ollie Single- 
tary, Miss Clara Webb, Miss Amelia Wooten, Mrs. Maggie 
Howard. 

Location: On the Southern Railway, in the extreme northern part 
of the county. 

Grounds: Area, one block; titles in city; well equipped playgrounds; 
no gardens; inside toilets. 

Building: Value, $12,000; improperly lighted, eight rooms and audi- 
torium, music room and library; painted. 

Equipment: Single patent desks; teachers' desks; globes, pictures, a 
good library. New laboratory equipment. 

Organization: Eight teachers, eleven grades, 230 pupils; programs 
posted. 

NOTE — The people and teachers are making a splendid effort to put 
the Unadilla School on the accredited list. They are to be 
congratulated on their splendid school spirit. 



37 



PINEHURST SCHOOL. 

Teachers: Prof. M. V. Braddy, principal; Miss N. P. Sullivan, Miss 
M. E. Dallas, Miss Annie Burnam, Miss Artie Lynch, Miss 
Annie Laurie Peek. 

Grounds: Area, 1% acres; titles in local trustees; good playgrounds, 
baseball, basketball and tennis equipment; no gardens; two 
sanitary toilets. 

Building: Value, $10,000. Six rooms, improperly lighted, in good 
condition; well kept; no cloak rooms; painted inside, brick 
outside; heated by stoves. 

Equipment: Single desks, teachers' desks; hyloplate blackboard; 
some maps, sand tables, charts, no globes; some framed pic- 
tures, a few books; a reference dictionary. 

Organization: Six teachers; ten grades, 147 pupils; no programs 
posted; no industrial work; a Parent-Teacher Club; Corn, 
Canning, Pig and Poultry Clubs. 

Maintenance: $2,500 per annum. 



38 




LILLY SCHOOL. 

Teachers: L. D. Singleton, principal; Miss Mary Hughes, Miss Alma 
Wood, Miss Louise West, Miss Alberta Lilly. 

Location: Three miles west to Pleasant Valley, five miles southeast 
to Byromville. 

Grounds: Area, one acre; titles in local trustees. Unimproved, base- 
ball grounds, no appliances for play, no supervised play; no 
gardens; two toilets in bad condition. 

Building: Value, $4,000; six rooms and auditorium, good condition, 
well kept; cloak rooms; heated by stoves; painted. 

Equipment: Double patent desks, one teacher's desk and some ta- 
bles; hyloplate blackboard, maps, sand tables; no charts, no 
globes; some pictures, a few books, a reference dictionary. 

Organization: Five teachers; ten grades, 100 pupils; programs 
posted; no industrial work; a woman's club, music and ex- 
pression department; nine months' school year. 



39 




DOOLING SCHOOL. 

Teachers: W. B. Cornelius, principal; Miss Edith Phillips, Miss Eva 
McKenzie, Mrs. W. B. Cornelius. 

Location: Three miles northwest of Byromville, five miles west to 
Oakland. 

Grounds: Area, 4 acres; titles in local trustees. Unimproved, new; 
basketball and volley ball equipment; no gardens; two toilets 
in bad condition. 

Building: Value, $10,000; four rooms and auditorium; clean; cloak 
rooms; painted inside. This is a good building, built by 
State approved plans. 

Equipment: Double patent desks in two I'ooms, single patent desks 
in two rooms; hyloplate blackboard; teachers' desks; sand 
tables, no maps, no charts, no library, no reference dictionary. 

Organization: Four teachers; ten grades, 87 pupils; programs posted. 
No industrial work, no clubs; eight months' school year. 

Maintenance: $2,800 per annum from county. 



40 




TIPPETTVILLE SCHOOL. 

Teachers: Prof. N. Morris, principal; Mrs. M. R. Singletary, Mrs. A. 
E. Peacock, Miss Mattie Adkins. 

Location: Three and one-half miles east to Adkins, three miles north- 
east to Rock Hill. 

Grounds: Area, 3 acres; titles in local trustees; slightly rolling; un- 
kept; small playgrounds, no gardens; two toilets in bad con- 
dition. 

Building: Value $2,000; four rooms, poorly lighted; no cloak rooms; 
unpainted. 

Equipment: Double patent desks; one U. S. map, no charts, no globes, 
no pictures; a small library, a reference dictionary and en- 
cyclopedia. 

Organization: Four teachers; ten grades, 97 enrolled; 82 weeks' 
school year. 



41 




HOLLOW BRANCH SCHOOL. 

Teachers: Miss Fannie Mays, principal; Miss Maud Mays, Miss Lil- 
lian Goodwin. 

Location: Mars Hill, 3 miles southeast; Dunaway, 3 miles east; Pine- 
hurst, 3V2 miles northwest. 

Grounds: Area, 3 acres; titles in county Board of Education; being 
improved; large playgrounds, no gardens; two surface toilets 
in bad condition. 

Building: Value, $3600; three rooms, properly lighted, well kept; 
cloak rooms; painted. 

Equipment: Single patent desks in primary room; double patent 
desks in other rooms. Hyloplate blackboard, no maps, no 
charts, no globes, no dictionary, a bookcase with a few books. 
A teacher's desk. 

Organizaticn: Three teachers; nine grades, 96 enrolled; no programs 
posted; Canning, Pig and Corn Club members. Eight months' 
school year. 

Maintenance: $1,840 from county. 

REMARKS — Buildin gis new and modern; floors oiled: good school 
spirit; a music room and a piano. 



42 




FRANKLIN SCHOOL. 

Teachers: Miss Lizzie Buchanan, principal; Miss Floride Connei. 
Miss Frances Williams. 

Location: Vienna 7 miles. 

Grounds: Area, 2 acres; titles in county board; has trees and grass, 
well kept; pump in well; no play equipment except baseball 
diamond; no gardens; two surface toilets in fairly good con- 
dition. 

Building: Value, $5000; four rooms and auditorium, properly lighted, 
well kept; cloak rooms; plastered inside, painted outside. 

Equipment: Double patent desks, good hyloplate blackboards, roller 
maps, primary charts, one globe, two pictures; no library, a 
reference dictionary. 

Organization: Three teachers; ten grades, 75 enrolled; programs 
posted; domestic science department; Poultry and Pig Clubs; 
eight months' school year. 

Maintenance: $2400 from county and local subscriptions. 



43 




PLEASANT VALLEY SCHOOL. 

Teachers: A. S. Boyette, Jr., principal; Miss Lessie Maynard, Miss 
Opal Gay. 

Location: Lilly, 3 miles west; Vienna, 5 miles southeast. 

Grounds: Area, 1 acre; titles in local trustees; unimproved, fair con- 
dition; no appliances for play; no gardens; two surface toilets, 
bad condition. 

Building: Value, $2500; four rooms, improperly lighted; no cloak 
rooms; heated by stoves; only one room painted inside; paint- 
ed outside. 

Ekjuipment: Double patent desks, hyloplate blackboard, maps, no 
sand tables, some charts, one globe, a few books, no reference 
dictionary. 

Organization: Three teachers nine grades, 56 pupils. Program posted 
in primary room; no industrial work; eight months' school 
year. 

Maintenance: $1960 per annum from county. 



44 




SNOW SCHOOL. 

Teachers: Miss Carrie M. Wells, principal; Miss Jane McCormick, and 
Miss Florence Peavy. 

Location: Unadilla, 3 miles east; Oakland, 4 miles west; Pinehurst, 
5 miles south. 

Grounds: Area, 2 acres; titles in local trustees; unimproved, no play- 
grounds, no gardens; two toilets, bad condition. 

Building: Value, $1500; three rooms, improperly lighted; no cloak 
rooms; painted inside and outside, colors on inside are very 
bad. 

Equipment: Double patent desks; cloth blackboards, maps, no charts, 
one globe, no pictures, no library, a dictionary. 

Organization: Three teachers; nine grades, 49 enrolled; no programs 
posted; no industrial work; Corn, Pig and Poultry Clubs. 
Eight months' school year. 

Maintenance: $1920 per annum from county. 



45 




SANDY MOUNT SCHOOL. 

Teachers: Prof. Chas. A. Smith, principal; Miss Florence Perry, Miss 
Lucile Parker. 

Location: 4% miles northeast of Vienna; 4^/4 miles south of Pine- 
hurst; 5 miles southwest of Hollow Branch. 

Grounds: Area, 3 acres; titles in local trustees; unimproved, no play- 
grounds, no gardens; one toilet, in bad condition. 

Building: Value, $2000; three rooms, improperly lighted, fair condi- 
tion; no cloak rooms; painted inside and outside. 

Equipment: Double patent desks, hyloplate blackboard; no charts, 
no globes, some pictures, some maps, a book case with a 
few books. 

Organization: Three teachers; nine grades; programs posted; no 
club work; eight months' school year. 

Maintenance: $2200 per annum. 



46 



'^T^hy . t"^ 




WILLIAMS SCHOOL. 

Teachers: Mr. W. O. Dorrough, principal; Miss Tommie Goodwin. 

Location: Dunaway, 2 miles; Holly Branch, 5 miles southwest; But- 
ler Hill, 5 miles north. 

Grounds: Area, one acre; titles in county board; partly improved, 
well kept; some play equipment; no gardens; two surface 
toilets. 

Building: Value, $750; two rooms, improperly lighted; two small 
cloak rooms; painted. 

Equipment: Double patent desks, one small hyloplate blackboard, in- 
sufficient for one room; a globe, a small library, a primary 
chart, a sand table, a teacher's desk. 

Organization: Two teachers; eight grades, 42 enrolled; no program 
posted; eight months' school year. 

Maintenance: $725 per annum. 



47 




RICHWOOD SCHOOL. 

Teachers: Mr. H. M. Perry, principal; Miss Jewell Goodwyne. 

Location: Vienna 3 miles northwest. 

Grounds: Area, 2 acres; titles in local trustees; a few trees, well 
kept; well not in use; no play equipment, no garden; two sur- 
face toilets in fairly good condition. 

Building: Value, $900; two rooms, improperly lighted, dilapidated 
condition; small cloak rooms; needs repainting. 

Equipment: Double patent desks, one teacher's desk; no blackboards; 
walls painted; a good map of United States; no charts, no 
globes, no library, no reference dictionary; a few good pic- 
tures but badly abused. 

Organization: Two teachers; eight grades; programs posted; a few 
club members; no community clubs; eight months' school 
year. 

Maintenance: $1320 from State and county. 



48 




SMYRNA SCHOOL. 

Teachers: Miss Myrtle Brown, principal; Miss Lucile Brown. 

Location: Mars Hill, 3 miles northeast; Adkins, SVz miles southeast. 

Grounds: Area, one acre; titles, county Board of Education; surface 
well, uncovered; no playground equipment, no gardens; one 
surface toilet, in bad condition. 

Building: Value, $850; one room, improperly lighted, well kept; no 
cloak rooms; painted inside and outside. 

Equipment: Double patent desks; walls painted for blackboards; one 
United States map, no charts, no globes; three framed pic- 
tures, no library, no reference dictionary; some material for 
primary work. 

Organization: Two teachers; eight grades, 48 enrolled; program 
posted; no industrial work; no community clubs; eight 
months' school year. 

Maintenance: $1200 per annum from county. 



49 




MARS HILL SCHOOL. 

Teachers: Miss Mabel Burns, principal; Miss Robbie Martin. 

Location: Smyrna, 3 miles southwest; Hollow Branch, 3 miles north- 
west; Dunaway, 3 miles northeast. 

Grounds: Area, 3 acres; titles in county board; unimproved, deep 
well with pump; no equipment, no gardens; one surface 
toilet in bad condition. 

Building: Value, $600; two rooms, improperly lighted; no cloak 
rooms; unpainted inside, painted outside. 

Equipment: Double patent desks; no teachers' desks; hyloplate black- 
board, no maps, no charts, no globes, no pictures, no refer- 
ence dictionary. 

Organization: Two teachers; nine grades, 48 pupils; programs post- 
ed; no industrial work; six club members. Eight months' 
school year. 

Maintenance: $1220 per annum from county. 



30 




OAKLAND SCHOOL. 

Teachers: Miss Marie Dobbs, principal; Miss Irma Lockeman. 

Location: Five miles east of Dooling, 4 miles northwest of Snow. 

Grounds: Area, one acre; titles in local trustees; unimproved, bad, 
no playgrounds, no gardens; two surface toilets in bad con- 
dition. 

Building: Value, $300; two rooms, improperly lighted, poor condi- 
tion, fairly well kept; no cloak rooms; heated by stoves; 
painted inside and outside. 

Equipment: Double patent desks; no teachers' desks; hyloplate black- 
board, one map, no sand tables, no charts, no globes, no pic- 
tures, no library, no reference dictionary. 

Organization: Two teachers; eight grades, 43 pupils; no programs 
posted; no industrial work; no clubs; eight months' school 
year. 

Maintenance: $1160 per annum from county. 



51 




ROCK HILL SCHOOL. 

Teachers: Miss Laura Webb, principal; Miss Clyde Dorminey. 

Grounds: Area, two acres; titles in local trustees; overgrown with 
grass, unimproved; well not in use; very small playground, 
no gardens; two toilets in bad condition. 

Location: Tippettville northeast, 3% miles; County Line, 3 miles 
southeast. 

Building: Value, $1000; three rooms; lighted from two sides; no 
cloak rooms; unpainted. 

Equipment: Double patent desks, no blackboards, no maps, no charts, 
no globes, no pictures, no library, no reference dictionary. 

Organization: Two teachers; eight grades, enrolled, 57; 41 recita- 
tion periods; no programs posted; 32 weeks' school year. 

Maintenance: $1240 per annum. 



52 




MT. PLEASANT SCHOOL. 

Teacher: Mr. E. G. Green. 

Location: Vienna, 3 miles southwest; Richwood, 3 miles northwest. 

Grounds: Area, one acre; titles in local trustees; no playgrounds, no 
gardens; one surface toilet, in bad condition. 

Building: Value, $300; one room (divided), improperly lighted; needs 
repair; unpainted, poorly kept. 

Equipment: Double patent and home-made desks, no blackboards, no 
maps, no charts, no globes, no pictures, no reference diction- 
ary, no library. 

Organization: One teacher; eight grades, 40 enrolled; no programs 
posted; no industrial work, a few members of Pig and Can- 
ning Clubs. Eight months' school year. 

Maintenance: $640 per annum from county. 



53^ 




DUNAWAY SCHOOL. 

Teacher: Mr. Abner Bush. 

Location: Williams, I'^k miles north; Mars Hill, 3V^ miles southwest; 
Hollow Branch, 3 miles west. 

Grounds: Area, one acre; titles in county board; unimproved, un- 
clean, no equipment, no gardens; one toilet, in very bad con- 
dition. 

Building: Value, $200; one room, improperly and insufficiently light- 
ed; needs repairs; unpainted. 

Equipment: Desks, double patent; 12 feet hyloplate blackboard, no 
globes, no charts, no pictures, no library. 

Organization: One teacher, seven grades, 23 pupils; no program 
posted; no industrial work. Eight months' school year. 



Maintenance: 



per annum from county. 



54 




COUNTY LINE SCHOOL. 

Teachers: Misse3 Georgia Dupree, principal; Annie Lee Braswell. 

Location: Rock Hill, 3 miles northwest; Pleasant View (Wilcox 
County), 4 miles; Tremont (Crisp County), 3 miles. 

Grounds: Area, one acre; titles in local trustees; unimproved, no 
wells, no play equipment, no gardens; one toilet, in bad con- 
dition. 

Building: Value, $750; one room, improperly lighted, new; no cloak 
rooms; unpainted inside and outside. 

Equipment: Insufficient number of single patent desks, no black- 
board (wall painted); no maps, no charts, no library, no ref- 
erence dictionary. 

Organization: Two teachers; eight grades, 58 enrolled; no program 
posted, no industrial work; seven months' school year. 

Maintenance: $700 per annum from Crisp, Dooly and Wilcox Counties. 



55 



BAKERFIELD SCHOOL. 

Teacher: Mrs. A. E. Pennington. 

Location: Four miles southwest of Dooling; 5 miles west of Byrom- 
ville. 

Grounds: Area, one acre; titles conditional; unimproved, no play- 
grounds, no play appliances, no gardens, no toilets. 

Building: Value $800; one room, lighted on two sides, good condition, 
well kept; no cloak rooms; heated by stove; unpainted inside, 
painted outside. 

Equipment: Double desks; a teacher's table; hyloplate blackboard, 
few maps, no pictures, no charts, one globe. 

Organization: One teacher; seven grades, 33 pupils; no program 
posted, no industrial work, no clubs. 

Maintenance: $720 per annum from county. 



56 




BUTLER HILL SCHOOL. 



Teacher: Mrs. J. C. Pickren. 

Location: Unadilla, 4 miles north. 

Grounds: Area, 2^/^ acres; titles in county board; being improved; 
no play equipment, no gardens; one toilet in bad condition. 



Building: Value, $800; one room, lighted from one side, new; no 
cloak rooms; unpainted; incompleted. 

Equipment: Double patent desks; good hyloplate blackboard, no 
maps, no charts, no globes, no library, no reference diction- 
tary. 

Organization: One teacher; seven grades, 53 enrolled; no clubs. 
Eight months' school year. 



57 




ADIvlNS .S( MOOI-. 

'IV.hIut: Mr. A. C. l\li\<.ii. 

l/ii(-:itii>n : 'ripix'l I s\illc, ;;"■.• miles cast; Mars Hill, I miles north. 

(iroiiiuls: 'rilli's in local truslcfs; unimproNcd, no play o(iuij)nu'iit, 
no school gardens; (wo sui'i'acc loilcts, in had condition. 

Itiiil(liii); : N'aliic, $S()(»; one loom, faiily well kept; no cloak looms; 
nn|iaiided. 

I<]4|iii|>ii**'«< : l>onhle patent desk-;; a teachers' desk and chair, no 
hlackhoard. oiu' l'. S. map, no charts, no ulohi's, no pictni'i's, 
no lihraiN'. no reference dictionary. 

()i-|L;ani/a(i«Mi: One teacher; i'\^h{ tirades, .'55 enrolled; no proj:ram 
posted; IS ii'cil.alion periods; no industrial work. l'!ij;ht 
months' school year. 

Main(enaii(-f: $;>(')() per annnm from county and State. 



58 




KIN(; S( IIOOI,. 



'IV;H-lu'r: Mr. VV.ilIci- Muii.iy. 

I, oral ion : Smyrri.-i, 1 miles iioiili; Vienna, f) miles noil liwest. 

(■roiiiids: One aci'e; lilies in lioard of Isdueal ion ; no well, no play 
e(|iii|inienl , no )^''-')>'ilens; one siiilaee loilel, in h.-ui conililion. 

ItiiildinK: Value, $r)()(); one room, lif.lilcd from I wo sides; window 
|wtnes onl; not well Kepi; unpainled. 

K(|iii|)in(-iil : I>onlile paleiil desks; no Idaeklioard, no maps, no eliarls, 
no j;l<*l'<''^i '"> pieliires, no library, no refeicnce dictionary. 

Or^.'iiii/.al ion : One leaclier; six j^'.rades, 12'J enrolled. No proj'i'aDi 
posted, no cliilis. i'li^^lil monllis' school year. 

IMaintcnanoi': .$((0(1 per annum from courdy and Stale. 




Old School Building at Dooling. 




Old School House at Hollow Branch. 



60 



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